Assessment Tools/Practices for

Language Immersion

Matt Rega

Director of Assessment

Minnetonka Public Schools

October 16, 2014

Minnetonka Target Levels Grade ACTFL Proficiency

Guidelines

6 Reading Intermediate High Writing Intermediate High

Listening Advanced Low Speaking Intermediate High

7 Reading Advanced Low Writing Advanced Low

Listening Advanced Mid Speaking Intermediate High

8 Reading Advanced Mid Writing Advanced Mid

Listening Advanced Mid Speaking Advanced Low

9 Reading Advanced Mid Writing Advanced Mid

Listening Advanced High

Speaking Advanced Low

Minnetonka Assessments

!  Youth Chinese Test (YCT)

!  Grades 1-3

!  YCT II, III, IV

!  Character Proficiency

!  Reading, Listening (1-3)

!  Writing (3)

!  Hanyu Shuiping Kaoshi (HSK)

!  Grade 5

!  HSK Level IV

!  Listening, Reading, Writing, Speaking

Spanish Immersion

!  DORA-Spanish

!  K-2

!  Decoding, Vocabulary, Comprehension

!  Online

Chinese Immersion

Immersion Assessment Rationale

!  Common Language Across District

!  ACTFL Proficiency Guidelines

!  Focus on Oral Language Proficiency

!  Standardization

!  Improved Reporting and Data for Teachers

!  Addresses Long Term Growth of Program

!  Increased Instructional Rigor

Language Immersion Assessment Enhancements

!  Integrated Performance Assessment (IPA)

!  ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL)

!  Standards Based Assessment and Measurement of Proficiency (STAMP)

Immediate evidence

Purpose is improvement

Students check their understanding

Teacher’s chance to modify

curriculum/instruction

for learning

Integrated Performance Assessment (IPA)

Integrated Performance Assessment (IPA)

!  June 2014

!  15 Chinese and Spanish Teachers

!  Assessed Winter and Spring 2014-15

!  Grade 3-8

!  Train the Trainer Model: Follow up Oct and March

Objective:

Teachers learned about the ACTFL Proficiency Guidelines and how to create rubrics to assess Interpretive, Interpersonal, and Presentational modes

Integrated Performance Assessment (IPA)

Grade Level – Proficiency Level – Sequence in Year

Grade: 1st Grade Spanish/Chinese

Targeted Proficiency Level: Novice Mid

Sequence in Year: 2nd Quarter

November Theme and Topic Celebrations: Thanksgiving

Essential Question What is Thanksgiving? For what are we thankful?

Content/Culture Goals What should students know and be able to do by the end of the unit?

1.  Students will understand the origin for Thanksgiving. 2.  Students will understand the tradition of being thankful. 3.  Students will use simple, learned expressions to say what they are thankful

for. 4.  Students will be aware of similarities and differences in celebrations

between Hispanic/Chinese and American culture.

Interpretive Task (Listening-Reading) Students listen to a story about Thanksgiving read by the teacher and then complete the related assessment.

Presentational Task (Writing and Speaking) Students will make a book about what they are thankful for using pictures and/or written words.

Interpersonal Task (Speaking)

Students will share with each other what they are thankful for.

Connections to Common Core

Standard(s)

Learning Area:  Social Studies               Level:  1st Grade               Content:  History SOC.01.History.1 Know events and people associated with key

turning points in history.

IPA Scoring Scale for Skyward

Usually occurs at the end of academic

practice, unit, quarter, semester, year

Used to identify instructional areas that need

additional attention

Used to determine if students have mastered specific competencies

of learning

Comprehensive in nature

ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL)

Listening to Directions

Measures: •  Reading •  Speaking •  Listening

InterpersonalVideo Chat

AAPPL Drag and Drop Technology Enhanced

Items

AAPPL Scroll through pictures to match the text

Interpretive Reading

AAPPL

!  Implemented Fall 2013

! Currently administered in Spring

! Grades 3-5

! Provides realistic role-play scenarios

!  Interpersonal Listening/Speaking

!  Interpretive Reading

Chinese and Spanish Immersion Interpersonal Listening and Speaking

Chinese Immersion  

Chinese Immersion  

Spanish Immersion  

Spanish Immersion  

Fall   Spring   Fall   Spring  

Grade   N  

AAPPL Mean Rating  

Prof. Level  

AAPPL Mean Rating  

Prof. Level   N  

AAPPL Mean Rating  

Prof. Level  

AAPPL Mean Rating  

Prof. Level  

3   103   N-4  Int. Low  

I-2  Int. Mid  

233   I-1  Int. Low  

I-2  Int. Mid  

4   62   N-4  Int. Low  

I-2  Int. Mid  

204   I-2  Int. Mid  

I-3  Int. Mid  

5   51   I-1  Int. Low  

I-2  Int. Mid  

169   I-2  Int. Mid  

I-3  Int. Mid  

19

Middle School Placement

!  I-Can Statements

!  Created by teachers

!  Measures the following

!  Interpretive Listening

!  Interpretive Reading

!  Interpersonal Communication

!  Presentational Writing

!  Presentational Speaking

Standards-Based Assessment and Measurement of Proficiency (STAMP)

!  Implemented Spring 2013 !  Currently Administered in May

!  Grades 6-8

!  Provides realistic role-play scenarios

!  Interpersonal Listening/Speaking

!  Interpretive Reading !  Presentational Writing

!  Administered to select High School students to align to AP Chinese and Spanish Exam

Chinese and Spanish Grades 6 and 7 Mean Proficiency Scores

Grade 6 Total

Chinese Immersion

(N=51)  

Grade 6 Total

Spanish Immersion (N=133)  

Grade 7 Total

Chinese Immersion

(N=31)  

Grade 7 Total

Spanish Immersion (N=110)  

Grade 6 End of Year

Target Levels

Grade 7 End of Year

Target Levels Mean

Score  Prof. Level  

Mean Score  

Prof. Level  

Mean Score  

Prof. Level  

Mean Score  

Prof. Level  

Reading   2.3  Nov Mid  

5.2  Int Mid  

2.4  Nov Mid  

5.4  Int Mid  

Int High   Adv Low  

Writing   4.5  Int Mid  

4.5  Int Mid  

3.7  Int Low  

4.7  Int Mid  

Int High   Adv Low  

Listening   4.1  Int Low  

4.7  Int Mid  

4.2  Int Low  

5.0  Int Mid  

Adv Low   Adv Low  

Speaking   4.9  Int Mid  

4.5  Int Mid  

4.6  Int Mid  

4.4  Int Low  

Int High   Int High  

22

STAMP Reading

Identifying The Target Audience

STAMP Reading

Identifying A Problem

STAMP Writing

Responding To A Friend In An Email

STAMP Listening

Listening To A Radio Announcement

STAMP Speaking

Describing Your Friends In Detail

Advantages of Immersion Assessment Plan

!  Strong emphasis on measuring oral target language skills

!  Gradual growth from target language performance to target language proficiency

!  Clear reports to help guide instruction and inform parents/students

!  Authentic assessments positively effecting instruction

Questions???

Contact Information: Matt Rega Director of Assessment for Minnetonka Public Schools matt.rega@minnetonka.k12.mn.us @matthewrega tonkaassessment.blogspot.com